(1) participates actively and constructively in Program Development Day activities
(2) presents during Program Development Days and conferences
(3) takes advantage of professional development provided by the school
(4) identifies and pursues professional development opportunities appropriate to enhancing effectiveness as an educator
(1) participates actively and constructively in Program Development Day activities
I firmly believe that most groups, especially EPS, collectively have the answers to most challenges and problems that they face. The most difficult challenge is creating the opportunity for the ideas to emerge. Barriers include: time, fear of judgement, perspective differences (See Wilbers Quadrants), life etc. When people try to overcome these barriers then can get shocked and the pain and surprise often causes them to avoid similar experiences in the future. Instead, they need to figure out how to turn off the breaker so they can explore solutions without having to avoid the live wires.
My approach/philosophy in meetings with more than 10 people is to wait and listen to what others are saying and try to find the connections between their values/priorities and look for the win/win solution that meets the needs of everyone involved. In situations where a solution/answer starts to develop I shift into a skeptical critic mode to try to find the problems that might arise that others have not already addressed.
I often have my most meaningful and significant conversations in the breaks before or after the meetings where I seek out individuals with a perspective I value and/or lack
(2) Presents during Program Development Days and conference
As many people on campus know, I do notWhen the school was smaller, I almost always sent ideas to Matt/Jonathan for presentations, course proposals, seminars etc. with an offer to fill space if needed. Now I feel there are plenty of volunteers, so I have not been as proactive. I think I can bring more if I can identify for myself more of what I feel like I bring to the community that is unique. In the past, that has been flexibility and diversity of skills…
Past presentations
- Brain conference – San Francisco
- Summative vs Formative assessment
- Canvas, OneNote, DyKnow presentations
- Integration of Accommodations into Canvas Quizes
- Math department things
(3) takes advantage of professional development provided by the school
I like the challenge of figuring out new problems/programs but get bored quickly when it gets to the nuance of implementation that is fine tuning. I often find my intuition can identify foggy areas where I can’t articulate to myself, students or parents the why behind what I’m doing. In those instances, I shift into research mode to look for an opportuity to run out of the fog into some sunshine.
- Very proactive about involvement with leadership and new programs
- Curriculum Committee with Math department – 4or5 years??
- Expand into detail and follow up with Math on recent development
- PDP pilots and meetings
- Attend all listening sessions – often more than once to listen myself and learn from co-workers opinions
- Breakfast Club – at EPS faculty discussions
- Curriculum Committee with Math department – 4or5 years??
- NSTA – with science teachers in fall. Expanding on technology and science teaching philosophy
Additional supplemental trainings and certifications
Planning on taking – Wilderness First Aide – this summer. Will enhance both biology knowledge and ability to lead students on more outdoor and international adventures to further expand their perspective.
Commercial Driver’s license – field trips, sports, experience beyond the classroom trips and service days
(4) identifies and pursues professional development opportunities appropriate to enhancing effectiveness as an educator
Recently I have been seeking opportunities to learn about how to implement the following in my classroom
- Socio Emotional Development (Counselors, Advisory and integrated with units on the brain in the spring)
- Individual Study Skills and personalization of the classroom
- Blooms Taxonomy application for thinking level development
- Non-Verbal Classroom Management – learned a long time ago, but regularly review and apply to class as appropriate
- ENVoY – Michael Grinder https://www.michaelgrinder.com/
Other Resources used –
ASCD – great source for books – http://www.ascd.org/Default.aspx
Biology case studies – https://sciencecases.lib.buffalo.edu/
Biology content and quiz questions – https://www.masteringbiology.com/site/notloggedin.html
Local resource for labs – http://libguides.fredhutch.org/SEP/lessons